Sabina Abdullaeva Sabina Abdullaeva

Present simple, present continuous and present perfect revision lesson
B1+ level


This lesson reviews the language to talk about the present in English trough a guided discovery activity. These three tenses are challenging for Turkish learners as there is no clear-cut differences in meaning especially between Present Progressive and they can be used interchangeably. Hence, reviewing them by clarifying the meaning and use would be helpfull.


Abc Handout

Main Aims

  • To provide clarification, review and practice of present simple, present continuous, and present perfect tenses in the context of TV habits.

Subsidiary Aims

  • To practice pronunciation: sentence stress correctly in questions and common pairs of words.


Lead-in (3-5 minutes) • To set lesson context and engage students.

T asks the Ss to answer the questions in exercise 1(a) in pairs and elicit answers.

Pre-listening task (5-8 minutes) • To provide context for the target language through a picture.

T draws Ss attention to the picture on P7 and introduces Paul and Rebecca and asks about their perceived preferences: e.g. Do they both like watching TV? What programs do you think they like watching? T asks Ss to look at the questions in ex. 1(b).

Listening for specific information (2-4 minutes) • To develop their listening skills.

T asks Ss to listen to the recording and to answer the questions in ex. 1(b). Ss discuss their answers in pairs. T asks individuals to report back.

Language analysis (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language.

T asks Ss to work on questions in ex. 2 individually first and then check their answers in pairs. T asks all the pairs to check and discuss their answers by referring to Grammar reference section Meaning and Form on P134. T provides feedback on the board. T draws Ss.' attention to the Pronunciation section on P134. T models the pronunciation and repeats it with more examples. T asks Ss to show the main stress in the relevant sentences from the text, in pairs. T asks each pair to try saying them and listening to each other. T monitors Ss and helps them when necessary.

Controlled Practice (8-10 minutes) • To provide initial accuracy practice.

T asks Ss to complete ex. 3(a) individually and then check the answers in pairs. T checks tasks in open class feedback.

Semi-Controlled Practice (3-5 minutes) • To provide personalised practice of the new item.

T asks students to write three more questions as explained in ex. 3(b). T monitors the Ss, notes down the problems, if there are any and discusses them.

Pronunciation (8-10 minutes) • To check that students understand the new concept. To highlight the pronunciation.

T writes the sentences from ex. 4(a) on the whiteboard. T draws Ss.' attention to the highlighted words first. T models the sentences orally. T draws their attention to the dots showing the stressed syllables. T asks the Ss to read the sentences out loud. T claps hands to emphasise the stressed syllables, first of the common pairs of words and, then of the questions.

Speaking semi-controlled practice (2-5 minutes) • To encourage Ss to communicate. To help them learn from their errors.

T divides the class into two groups: A and B. T invites each S from group A to ask a questions from group B Ss - the questions from ex. 3(a) as well as the ones they wrote; and vice versa (B ask questions from A).

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